default search action
17. AIED 2015: Madrid, Spain
- Cristina Conati, Neil T. Heffernan, Antonija Mitrovic, M. Felisa Verdejo
:
Artificial Intelligence in Education - 17th International Conference, AIED 2015, Madrid, Spain, June 22-26, 2015. Proceedings. Lecture Notes in Computer Science 9112, Springer 2015, ISBN 978-3-319-19772-2
Full Papers
- Patricia L. Albacete, Pamela W. Jordan, Sandra Katz:
Is a Dialogue-Based Tutoring System that Emulates Helpful Co-constructed Relations During Human Tutoring Effective? 3-12 - Thushari Atapattu, Katrina Falkner
Educational Question Answering Motivated by Question-Specific Concept Maps. 13-22 - Nathaniel Blanchard, Michael Brady, Andrew McGregor Olney, Marci Glaus, Xiaoyi Sun, Martin Nystrand, Borhan Samei, Sean Kelly, Sidney K. D'Mello:
A Study of Automatic Speech Recognition in Noisy Classroom Environments for Automated Dialog Analysis. 23-33 - Ailiya Borjigin, Chunyan Miao
Teachable Agents with Intrinsic Motivation. 34-43 - Nigel Bosch
Temporal Generalizability of Face-Based Affect Detection in Noisy Classroom Environments. 44-53 - Sebastien Boyer, Kalyan Veeramachaneni:
Transfer Learning for Predictive Models in Massive Open Online Courses. 54-63 - Philip Sheridan Buffum, Kristy Elizabeth Boyer, Eric N. Wiebe
Mind the Gap: Improving Gender Equity in Game-Based Learning Environments with Learning Companions. 64-73 - Cristina Conati, Lauren Fratamico, Samad Kardan, Ido Roll
Comparing Representations for Learner Models in Interactive Simulations. 74-83 - Ionut Damian, Tobias Baur
Games are Better than Books: In-Situ Comparison of an Interactive Job Interview Game with Conventional Training. 84-94 - Mihai Dascalu
Predicting Comprehension from Students' Summaries. 95-104 - Aysu Ezen-Can, Kristy Elizabeth Boyer:
A Tutorial Dialogue System for Real-Time Evaluation of Unsupervised Dialogue Act Classifiers: Exploring System Outcomes. 105-114 - Oliver Ferschke, Diyi Yang, Gaurav Tomar, Carolyn Penstein Rosé
Positive Impact of Collaborative Chat Participation in an edX MOOC. 115-124 - Mark Floryan, Toby Dragon, Nada Basit, Suellen Dragon, Beverly P. Woolf:
Who Needs Help? Automating Student Assessment Within Exploratory Learning Environments. 125-134 - Carol M. Forsyth
Moody Agents: Affect and Discourse During Learning in a Serious Game. 135-144 - Jason M. Harley, Cassia C. Carter, Niki Papaionnou, François Bouchet
Examining the Predictive Relationship Between Personality and Emotion Traits and Learners' Agent-Direct Emotions. 145-154 - Yi-Ting Huang, Jack Mostow:
Evaluating Human and Automated Generation of Distractors for Diagnostic Multiple-Choice Cloze Questions to Assess Children's Reading Comprehension. 155-164 - Simon Hughes, Peter M. Hastings
Machine Learning for Holistic Evaluation of Scientific Essays. 165-175 - Amanda Jarrell, Tenzin Doleck, Eric G. Poitras
Learning to Diagnose a Virtual Patient: an Investigation of Cognitive Errors in Medical Problem Solving. 176-184 - John S. Kinnebrew, Brian C. Gauch, James Segedy, Gautam Biswas:
Studying Student Use of Self-Regulated Learning Tools in an Open-Ended Learning Environment. 185-194 - H. Chad Lane, Mark G. Core, Matthew J. Hays, Daniel Auerbach, Milton Rosenberg:
Situated Pedagogical Authoring: Authoring Intelligent Tutors from a Student's Perspective. 195-204 - Samuel P. Leeman-Munk, Andy Smith, Bradford W. Mott, Eric N. Wiebe
Two Modes are Better Than One: a Multimodal Assessment Framework Integrating Student Writing and Drawing. 205-215 - Blair Lehman, Arthur C. Graesser:
To Resolve or not to Resolve? that is the Big Question About Confusion. 216-225 - Yanjin Long, Zachary Aman, Vincent Aleven:
Motivational Design in an Intelligent Tutoring System that Helps Students Make Good Task Selection Decisions. 226-236 - Sébastien Louvigné, Yoshihiro Kato, Neil Rubens, Maomi Ueno:
SNS Messages Recommendation for Learning Motivation. 237-246 - Jaclyn K. Maass, Philip I. Pavlik Jr., Henry Hua:
How Spacing and Variable Retrieval Practice Affect the Learning of Statistics Concepts. 247-256 - Karen Mazidi, Rodney D. Nielsen:
Leveraging Multiple Views of Text for Automatic Question Generation. 257-266 - Caitlin Mills, Sidney K. D'Mello, Nigel Bosch
Mind Wandering During Learning with an Intelligent Tutoring System. 267-276 - Wookhee Min
DeepStealth: Leveraging Deep Learning Models for Stealth Assessment in Game-Based Learning Environments. 277-286 - Kazuhisa Miwa, Nana Kanzaki, Hitoshi Terai, Kazuaki Kojima, Ryuichi Nakaike, Junya Morita
Learning Mental Models of Human Cognitive Processing by Creating Cognitive Models. 287-296 - Baptiste Monterrat, Michel C. Desmarais, Élise Lavoué, Sébastien George
A Player Model for Adaptive Gamification in Learning Environments. 297-306 - Kasia Muldner, Michael Wixon, Dovan Rai, Winslow Burleson, Beverly P. Woolf, Ivon Arroyo:
Exploring the Impact of a Learning Dashboard on Student Affect. 307-317 - Amy Ogan, Evelyn Yarzebinski
Cognitive Tutor Use in Chile: Understanding Classroom and Lab Culture. 318-327 - Atefeh Ahmadi Olounabadi, Antonija Mitrovic, Badroddin Najmi, Julia Rucklidge
TARLAN: a Simulation Game to Improve Social Problem-Solving Skills of ADHD Children. 328-337 - Korinn Ostrow, Neil T. Heffernan
Blocking Vs. Interleaving: Examining Single-Session Effects Within Middle School Math Homework. 338-347 - Jan Papousek, Radek Pelánek
Impact of Adaptive Educational System Behaviour on Student Motivation. 348-357 - Joshua C. Peterson, Zachary A. Pardos, Martina A. Rau, Anna Swigart, Colin Gerber, Jonathan McKinsey:
Understanding Student Success in Chemistry Using Gaze Tracking and Pupillometry. 358-366 - Phuong Pham, Jingtao Wang:
AttentiveLearner: Improving Mobile MOOC Learning via Implicit Heart Rate Tracking. 367-376 - Van-Minh Pho, Anne-Laure Ligozat, Brigitte Grau:
Distractor Quality Evaluation in Multiple Choice Questions. 377-386 - Anna N. Rafferty
Interpreting Freeform Equation Solving. 387-397 - Martina A. Rau, Sally P. W. Wu:
ITS Support for Conceptual and Perceptual Connection Making Between Multiple Graphical Representations. 398-407 - Fernando J. Rodríguez, Kristy Elizabeth Boyer:
Discovering Individual and Collaborative Problem-Solving Modes with Hidden Markov Models. 408-418 - Jonathan P. Rowe, James C. Lester:
Improving Student Problem Solving in Narrative-Centered Learning Environments: a Modular Reinforcement Learning Framework. 419-428 - Sergio Salmeron-Majadas
Filtering of Spontaneous and Low Intensity Emotions in Educational Contexts. 429-438 - Nidhi Saraswat, Hiranmay Ghosh, Mohit Agrawal, Uma Narayanan:
Contextual Recommendation of Educational Contents. 439-448 - James Segedy, John S. Kinnebrew, Gautam Biswas:
Coherence Over Time: Understanding Day-to-Day Changes in Students' Open-Ended Problem Solving Behaviors. 449-458 - Björn Sjödén, Agneta Gulz
From Learning Companions to Testing Companions - Experience with a Teachable Agent Motivates Students' Performance on Summative Tests. 459-469 - Raja M. Suleman, Riichiro Mizoguchi, Mitsuru Ikeda:
Negotiation-Driven Learning. 470-479 - Ben-Manson Toussaint
From Heterogeneous Multisource Traces to Perceptual-Gestural Sequences: the PeTra Treatment Approach. 480-491 - Maomi Ueno, Yoshimitsu Miyasawa:
Probability Based Scaffolding System with Fading. 492-503 - Evelyn Yarzebinski
Understanding Students' Use of Code-Switching in a Learning by Teaching Technology. 504-513
Posters
- Seth Akonor Adjei, Neil T. Heffernan
Improving Learning Maps Using an Adaptive Testing System: PLACEments. 517-520 - Itziar Aldabe
Domain Module Building From Textbooks: Integrating Automatic Exercise Generation. 521-524 - Vincent Aleven, Jonathan Sewall, Octav Popescu, Franceska Xhakaj, Dhruv Chand, Ryan Shaun Joazeiro de Baker, Yuan Elle Wang, George Siemens
The Beginning of a Beautiful Friendship? Intelligent Tutoring Systems and MOOCs. 525-528 - Laura K. Allen, Scott A. Crossley, Danielle S. McNamara:
Predicting Misalignment Between Teachers' and Students' Essay Scores Using Natural Language Processing Tools. 529-532 - Laura K. Allen, Scott A. Crossley, Erica L. Snow, Matthew E. Jacovina, Cecile A. Perret, Danielle S. McNamara:
Am I Wrong or Am I Right? Gains in Monitoring Accuracy in an Intelligent Tutoring System for Writing. 533-536 - Nabeela Altrabsheh, Mihaela Cocea
Predicting Students' Emotions Using Machine Learning Techniques. 537-540 - Jason Bernard, Ting-Wen Chang, Elvira Popescu
Using Artificial Neural Networks to Identify Learning Styles. 541-544 - Maria Bertling, G. Tanner Jackson, Andreas Oranje, V. Elizabeth Owen:
Measuring Argumentation Skills with Game-Based Assessments: Evidence for Incremental Validity and Learning. 545-549 - Hana Bydzovská:
Student Performance Prediction Using Collaborative Filtering Methods. 550-553 - Geiser Chalco Challco
Steps Towards the Gamification of Collaborative Learning Scenarios Supported by Ontologies. 554-557 - Catherine C. Chase, Jenna Marks, Deena Bernett, Melissa Bradley, Vincent Aleven:
Towards the Development of the Invention Coach: a Naturalistic Study of Teacher Guidance for an Exploratory Learning Task. 558-561 - Daouda Sawadogo, Cyrille Suire, Ronan Champagnat
Adaptive Representation of Digital Resources Search Results in Personal Learning Environment. 562-565 - Tenzin Doleck, Amanda Jarrell, Eric G. Poitras
Towards Investigating Performance Differences in Clinical Reasoning in a Technology Rich Learning Environment. 566-569 - Shi Feng, Janay Stewart, Danielle N. Clewley, Arthur C. Graesser:
Emotional, Epistemic, and Neutral Feedback in AutoTutor Trialogues to Improve Reading Comprehension. 570-573 - Reva Freedman, Douglas Krieghbaum:
Comparison of Expert Tutors Through Syntactic Analysis of Transcripts. 574-577 - Stephanie Frost, Gordon I. McCalla:
Exploring Through Simulation an Instructional Planner for Dynamic Open-Ended Learning Environments. 578-581 - Joseph F. Grafsgaard, Seung Y. Lee, Bradford W. Mott, Kristy Elizabeth Boyer, James C. Lester:
Modeling Self-Efficacy Across Age Groups with Automatically Tracked Facial Expression. 582-585 - Beate Grawemeyer
Adapting Feedback Types According to Students' Affective States. 586-590 - Beate Grawemeyer
Can Young People with Autism Spectrum Disorder Benefit From an Open Learner Model? 591-594 - Beate Grawemeyer
Affect Matters: Exploring the Impact of Feedback During Mathematical Tasks in an Exploratory Environment. 595-599 - Sebastian Gross, Niels Pinkwart:
How Do Learners Behave in Help-Seeking When Given a Choice? 600-603 - Yecheng Gu, Sergey A. Sosnovsky, Carsten Ullrich
Modeling Children's Pedestrian Safety Skills in an Intelligent Virtual Reality Learning Environment. 604-607 - Eduardo Guzmán
Measuring Misconceptions Through Item Response Theory. 608-611 - Magnus Haake
No Child Behind nor Singled out? - Adaptive Instruction Combined with Inclusive Pedagogy in Early Math Software. 612-615 - Jason M. Harley, Susanne P. Lajoie, Claude Frasson, Nathan C. Hall:
An Integrated Emotion-Aware Framework for Intelligent Tutoring Systems. 616-619 - Wayne Holmes
Purpose and Level of Feedback in an Exploratory Learning Environment for Fractions. 620-623 - Roya Hosseini, I-Han Hsiao, Julio Guerra
Off the Beaten Path: The Impact of Adaptive Content Sequencing on Student Navigation in an Open Social Student Modeling Interface. 624-628 - Iris K. Howley, Gaurav Tomar, Diyi Yang, Oliver Ferschke, Carolyn Penstein Rosé
Alleviating the Negative Effect of Up and Downvoting on Help Seeking in MOOC Discussion Forums. 629-632 - Yun Huang, José P. González-Brenes, Peter Brusilovsky
Challenges of Using Observational Data to Determine the Importance of Example Usage. 633-637 - Takatoshi Ishii, Maomi Ueno:
Clique Algorithm to Minimize Item Exposure for Uniform Test Forms Assembly. 638-641 - Matthew E. Jacovina, Erica L. Snow, G. Tanner Jackson, Danielle S. McNamara:
Game Features and Individual Differences: Interactive Effects on Motivation and Performance. 642-645 - Jincheul Jang, Jason J. Y. Park, Mun Yong Yi:
Gamification of Online Learning. 646-649 - Amanda Jarrell, Jason M. Harley, Susanne P. Lajoie, Laura Naismith:
Examining the Relationship Between Performance Feedback and Emotions in Diagnostic Reasoning: Toward a Predictive Framework for Emotional Support. 650-653 - Yang Jiang
Learning, Moment-by-Moment and Over the Long Term. 654-657 - Pamela W. Jordan, Patricia L. Albacete, Sandra Katz:
When Is It Helpful to Restate Student Responses Within a Tutorial Dialogue System? 658-661 - Corentin Jouault, Kazuhisa Seta, Yuki Hayashi:
Quality of LOD Based Semantically Generated Questions. 662-665 - Judy Kay, Susan Bull
New Opportunities with Open Learner Models and Visual Learning Analytics. 666-669 - Lisa Palmqvist, Camilla Kirkegaard, Annika Silvervarg, Magnus Haake
The Relationship Between Working Memory Capacity and Students' Behaviour in a Teachable Agent-Based Software. 670-673 - Tomoko Kojiri, Yusuke Nogami, Kazuhisa Seta:
Lesson Discovery Support Based on Generalization of Historical Events. 674-677 - Irena Koprinska
Predicting Student Performance from Multiple Data Sources. 678-681 - Amruth N. Kumar
Automated Generation of Self-Explanation Questions in Worked Examples in a Model-Based Tutor. 682-685 - Rohit Kumar, Gregory K. W. K. Chung, Ayesha Madni, R. Bruce Roberts:
First Evaluation of the Physics Instantiation of a Problem-Solving-Based Online Learning Platform. 686-689 - Alexander Robert Kutzke, Alexandre Ibrahim Direne:
FARMA-ALG: An Application for Error Mediation in Computer Programming Skill Acquisition. 690-693 - Haiying Li, Qinyu Cheng, Qiong Yu, Arthur C. Graesser:
The Role of Peer Agent's Learning Competency in Trialogue-Based Reading Intelligent Systems. 694-697 - Chun W. Liew, Franceska Xhakaj:
Teaching a Complex Process: Insertion in Red Black Trees. 698-701 - José Alberto Maestro-Prieto, Arancha Simón Hurtado
Learner-Adaptive Pedagogical Model in SIAL, an Open-Ended Intelligent Tutoring System for First Order Logic. 702-705 - Sven Manske
Predictive Knowledge Modeling in Collaborative Inquiry Learning Scenarios. 706-709 - Bruce M. McLaren, Tamara van Gog, Craig H. Ganoe, David J. Yaron
Worked Examples are More Efficient for Learning than High-Assistance Instructional Software. 710-713 - Mikel Larrañaga
Domain Model for Adaptive Blended Courses on Basic Programming. 714-717 - Eva Millán, Guiomar Jiménez, María-Victoria Belmonte
Learning Bayesian Networks for Student Modeling. 718-721 - Donald M. Morrison, Benjamin Nye, Vasile Rus, Sarah Snyder, Jennifer Boller, Kenneth B. Miller:
Tutorial Dialogue Modes in a Large Corpus of Online Tutoring Transcripts. 722-725 - Behrooz Mostafavi, Guojing Zhou, Collin F. Lynch, Min Chi, Tiffany Barnes:
Data-Driven Worked Examples Improve Retention and Completion in a Logic Tutor. 726-729 - Kevin Mulqueeny, Leigh A. Mingle, Victor Kostyuk, Ryan S. Baker, Jaclyn Ocumpaugh:
Improving Engagement in an E-Learning Environment. 730-733 - Amir Shareghi Najar, Antonija Mitrovic, Kourosh Neshatian:
Using Eye Tracking to Identify Learner Differences in Example Processing. 734-737 - Roger Nkambou, Clauvice Kenfack, Serge Robert, Janie Brisson
The Design Rationale of Logic-Muse, an ITS for Logical Reasoning in Multiple Contexts. 738-742 - Benjamin D. Nye, Alistair Windsor, Philip I. Pavlik, Andrew Olney, Mustafa H. Hajeer, Arthur C. Graesser, Xiangen Hu:
Evaluating the Effectiveness of Integrating Natural Language Tutoring into an Existing Adaptive Learning System. 743-747 - Jennifer K. Olsen, Vincent Aleven, Nikol Rummel
Adapting Collaboration Dialogue in Response to Intelligent Tutoring System Feedback. 748-751 - Korinn S. Ostrow, Neil T. Heffernan
The Role of Student Choice Within Adaptive Tutoring. 752-755 - Gustavo Padrón-Rivera, Genaro Rebolledo-Mendez
Identifying Affective Trajectories in Relation to Learning Gains During the Interaction with a Tutoring System. 756-759 - José A. Ruipérez-Valiente
A Predictive Model of Learning Gains for a Video and Exercise Intensive Learning Environment. 760-763 - Vasile Rus, Arthur C. Graesser, Nobal B. Niraula, Rajendra Banjade:
Integrating Learning Progressions in Unsupervised After-School Online Intelligent Tutoring. 764-767 - Douglas Selent, Neil T. Heffernan
When More Intelligent Tutoring in the Form of Buggy Messages Does not Help. 768-771 - Mayya Sharipova, Gordon I. McCalla:
Supporting Students' Interactions over Case Studies. 772-775 - Rahul Singhal, Martin Henz
A Framework for Automated Generation of Questions Based on First-Order Logic. 776-780 - Tanmay Sinha
Fine-Grained Analyses of Interpersonal Processes and Their Effect on Learning. 781-785 - Erica L. Snow, Danielle S. McNamara, Matthew E. Jacovina, Laura K. Allen, Amy M. Johnson, Cecile A. Perret, Jianmin Dai, G. Tanner Jackson, Aaron D. Likens, Devin G. Russell, Jennifer L. Weston:
Promoting Metacognitive Awareness within a Game-Based Intelligent Tutoring System. 786-789 - Shaymaa E. Sorour
Student Performance Estimation Based on Topic Models Considering a Range of Lessons. 790-793 - Michael J. Timms, Sacha DeVelle, Ursula Schwantner, Dulce Lay:
Towards a Model of How Learners Process Feedback. 794-799 - Masaki Uto
Item Response Model with Lower Order Parameters for Peer Assessment. 800-803 - María-Ángeles Serrano
Selection Task and Computer-Based Feedback to Improve the Searching Process in Task-Oriented Reading Situations. 804-807 - Shang Wang, Erin Walker, Rishabh Chaudhry, Ruth Wylie:
Personalized Expert Skeleton Scaffolding in Concept Map Construction. 808-811 - Amali Weerasinghe, Myse Elmadani, Antonija Mitrovic:
Using Eye Gaze Data to Explore Student Interactions with Tutorial Dialogues in a Substep-Based Tutor. 812-815 - Amali Weerasinghe, Bernard Evans:
UML-IT: An ITS to Teach Multiple Modelling Tasks. 816-819 - Miaomiao Wen, Diyi Yang, Carolyn Penstein Rosé
Virtual Teams in Massive Open Online Courses. 820-824
Doctoral Consortium Paper
- Laura K. Allen, Danielle S. McNamara:
Promoting Self-regulated Learning in an Intelligent Tutoring System for Writing. 827-830 - Michael Eagle
Exploring Missing Behaviors with Region-Level Interaction Network Coverage. 831-835 - Samantha L. Finkelstein:
Educational Technologies to Support Linguistically Diverse Students, and the Challenges of Classroom Integration. 836-839 - Kim M. Kelly, Neil T. Heffernan
Developing Self-regulated Learners Through an Intelligent Tutoring System. 840-843 - Zhongxiu Liu, Tiffany Barnes:
Building Compiler-Student Friendship. 844-847 - Jennifer K. Olsen, Vincent Aleven, Nikol Rummel
Toward Combining Individual and Collaborative Learning Within an Intelligent Tutoring System. 848-851 - Korinn Ostrow:
Motivating Learning in the Age of the Adaptive Tutor. 852-855 - Thomas W. Price, Tiffany Barnes:
Creating Data-Driven Feedback for Novices in Goal-Driven Programming Projects. 856-859 - Sergio Salmeron-Majadas, Olga C. Santos
Towards Multimodal Affective Detection in Educational Systems Through Mining Emotional Data Sources. 860-863 - Erica L. Snow, Matthew E. Jacovina, Danielle S. McNamara:
Promoting Metacognition Within a Game-Based Environment. 864-867 - Raja M. Suleman, Riichiro Mizoguchi, Mitsuru Ikeda:
Negotiation-Driven Learning: A New Perspective of Learning Using Negotiation. 868-872 - Jennifer Tsan, Kristy Elizabeth Boyer:
Supporting K-5 Learners with Dialogue Systems. 873-876 - Benjamín Valdés, Carlos Ramírez, Jorge Adolfo Ramírez Uresti
Sharing Student Models That Use Machine Learning. 877-880
manage site settings
To protect your privacy, all features that rely on external API calls from your browser are turned off by default. You need to opt-in for them to become active. All settings here will be stored as cookies with your web browser. For more information see our F.A.Q.
last updated on 2024-12-17 21:05 CET by the dblp team
all metadata released as open data under CC0 1.0 license
see also: Terms of Use | Privacy Policy | Imprint
dblp was originally created in 1993 at:
since 2018, dblp has been operated and maintained by:
the dblp computer science bibliography is funded and supported by: